Assertiveness and Self-Confidence Sample

7/31/2019 Assertiveness and Self-Confidence Sample

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Assertiveness and Self-Confidence

Samp

Corporate Training MaterialsAll of our training products are fully customizable and are perfect for one day and half day workshops.You can easily update or insert your own content to make the training more relevant to participants.Our material is completely customizable and is backed up by a 90 day 100% no questions ask ed moneyback guarantee!

With our training courseware you are able to: Add your name and logo (and remove ours). Add your own content to make the training more relevant to your clients (i.e. using

examples and case studies from within your organization or city) Train unlimited users within your organization. No Annual Renewal Fees Download training material on your time f rom our secure servers

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T ABLE OF CONTENTS Preface .............................................................................................................................................. 3

What is Courseware? ................................................................................................................................ 3

How Do I Customize My Course? .............................................................................................................. 3

Materials Required ................................................................................................................................... 4

Maximizing Your Training Power .............................................................................................................. 5

Icebreakers .......................................... .............................................. ............................................... . 6

Icebreaker: Friends Indeed ........................................................................................................................ 7

Training Manual Sample ......................................... ............................................... ............................. 8

Sample Module: Communication Skills ..................................................................................................... 9

Instructor Guide Sample ......................................... ............................................... ........................... 13

Sample Module: Communication Skills ................................................................................................... 14

Activities ........................................................... ............................................... ............................... 21

Quick Reference Sheets ......................................... ............................................... ............................ 23

Certificate of Completion ...................................... ............................................... ............................ 25

HTML Material ........................................... ............................................... ....................................... 27

PowerPoint Sample ............................................. .............................................. ............................... 33


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We recommend these additional materials for all workshops:

Laptop with projector, for PowerPoint slides

Quick Reference Sheets for students to take home

Timer or watch (separate from your laptop)

Masking tape

Blank paper

Maximizing Your Training Power

We have just one more thing for you before you get started. Our company is built for trainers, bytrainers, so we thought we would share some of our tips with you, to help you create an engaging,unforgettable experience for your participants.

Make it customized. By tailoring each course to your participants, you will find that your resultswill increase a thousand-fold.

o Use examples, case studies, and stories that are relevant to the group.

o Identify whether your participants are strangers or whether they work together. Tailoryour approach appropriately.

o Different people learn in different ways, so use different types of activities to balance itall out. (For example, some people learn by reading, while others learn by talking aboutit, while still others need a hands-on approach. For more information, we suggest

Experiential Learning by David Kolb.)

Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talkfor hours at a time. Make use of the tips in this book and your own experience to keep yourparticipants engaged. Mix up the activities to include individual work, small group work, largegroup discussions, and mini-lectures.

Make it relevant. Participants are much more receptive to learning if they understand why theyare learning it and how they can apply it in their daily lives. Most importantly, they want toknow how it will benefit them and make their lives easier. Take every opportunity to tie whatyou are teaching back to real life.

Keep an open mind. Many trainers find that they learn something each time they teach aworkshop. If you go into a training session with that attitude, you will find that there can be anamazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it,and make the most of it in your workshops.

And now, time for the training!


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Icebreaker: Friends Indeed

Purpose

Have the participants moving around and help to make introductions to each other.

Materials Required

Name card for each person Markers

Preparation

Have participants fill out their name card. Then, ask participants to stand in a circle, shoulder toshoulder. They should place their name card at their feet. Then they can take a step back. You

as the facilitator should take the place in the center of the circle.

Activity

Explain that there is one less place than people in the group, as you are in the middle and willbe participating. You will call out a statement that applies to you, and anyone to whom thatstatement applies must find another place in the circle.

Examples:

Friends who have cats at home Friends who are wearing blue Friends who dont like ice cream

The odd person out must stand in the center and make a statement.

The rules:

You cannot move immediately to your left or right, or back to your place. Lets be adults: no kicking, punching, body-checking, etc.

Play a few rounds until everyone has had a chance to move around.


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Training Manual Sample

On the following pages is a sample module from our Training Manual. Each of our coursescontains twelve modules with three to five lessons per module. It is in the same format andcontains the same material as the Instructor Guide, which is the shown after the TrainingManual sample, but does not contain the Lesson Plans box which assists the trainer duringfacilitation.

The Training Manual can be easily updated, edited, or customized to add your business nameand company logo or that of your clients. It provides each participant with a copy of thematerial where they can follow along with the instructor.


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Sample Module: Communication Skills

Strong communication skills are essential for assertive interactionwith others. Humans are social animals and communication is avery important part of our daily lives. Every interaction we havewith another person including, face to face, over the phone,chatting online or even texting is communication happening, andhave strong communication skills will benefit every type of interaction we encounter.

The one who listens does the most work, not the one who speaks.

Stephen R. Covey


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Listening and Hearing; They Arent the Same Thing

Hearing is the act of perceiving sound by the ear. Assuming an individual is nothearing-impaired, hearing simply happens. Listening, however, is somethingthat one consciously chooses to do. Listening requires concentration so that

the brain processes meaning from words and sentences.

Listening leads to learning, but this is not always an easy task. The normaladult rate of speech is 100-150 words per minute, but the brain can think at a rate of 400-500 words perminute, leaving extra time for daydreaming, or anticipating the speakers or the recipients next words.

As opposed to hearing, listening skills can be learned and refined. The art of active listening allows youto fully receive a message from another person. Especially in a situation involving anger or a tenseinterchange, active listening allows you to be sensitive to the multiple dimensions of communicationthat make up an entire message. These dimensions include:

The occasion for the message: What is the reason why the person is communicating with me now?

The length of the message: What can the length of the message tell me about its importance?

The words chosen: Is the message being made formally? Is it with aloofness or slang?

The volume and pace: What clues do the loudness and speed give me?

The Pauses and Hesitations: How do these enhance or detract from the message?

Non-verbal clues: What does eye contact, posture, or facial expressions tell me about the message?

Empathy is the capability to share and understand another's emotions and feelings. Empathetic listeningis the art of seeking a truer understanding of how others are feeling. This requires excellentdiscrimination and close attention to the nuances of emotional signals. According to Stephen Covey inThe Seven Habits of Highly Effective People, empathetic listening involves five basic tasks:

1. Repeat verbatim the content of the communication; the words, not the feelings

2. Rephrase content; summarize the meaning of the words in your own words

3. Reflect feelings; look more deeply and begin to capture feelings in your own words. Lookbeyond words for body language and tone to indicate feelings.

4. Rephrase contents and reflect feelings; express both their words and feelings in your ownwords.

5. Discern when empathy is not necessary or appropriate.


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Asking Questions

Active listeners use specific questioning techniques to elicit more information fromspeakers. Below are three types of questions to use when practicing active listening.

Open Questions

Open questions stimulate thinking and discussion or responses including opinions orfeelings. They pass control of the conversation to the respondent. Leading words inopen questions include: Why, what, or how , as in the following examples:

Tell me about the current employee orientation process.

How do you open the emergency exit door on an A320 aircraft?

Clarifying Questions

A clarifying question helps to remove ambiguity, elicits additional detail, and guides the answer to aquestion. When you ask a clarifying question, you ask for expansion or detail, while withholding your judgment and own opinions. When asking for clarification, you will have to listen carefully to what theother person says. Frame your question as someone trying to understand in more detail. Often askingfor a specific example is useful. This also helps the speaker evaluate his or her own opinions andperspective. Below are some examples:

I can tell you are really concerned about this. Let me see if I can repeat to you your mainconcerns so we can start to think about what to do in this situation.

What sort of savings are you looking to achieve?

Closed Questions

Closed questions usually require a one-word answer, and effectively shut off discussion. Closedquestions provide facts, allow the questioner to maintain control of the conversation, and are easy toanswer. Typical leading words are: Is, can, how many, or does . While closed questions are not theoptimum choice for active listening, at times they may be necessary to elicit facts. Below are severalexamples of closed questions:

Who will lead the meeting?

Do you know how to open the emergency exit door on this aircraft?

The following exercise provides practice with questioning techniques to support communications skills.


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Body Language

Body language is a form of non-verbal communication involving the use of stylizedgestures, postures, and physiologic signs which act as cues to other people. Humansunconsciously send and receive non-verbal signals through body language all the

time.

Non-verbal communication is the process of communication through sending andreceiving wordless messages. It is the single most powerful form of communication. Nonverbalcommunication cues others about what is in your mind, even more than your voice or words can do.

According to studies at UCLA, as much as 93 percent of communication effectiveness is determined bynonverbal cues, and the impact of performance was determined 7 percent by the words used, 38percent by voice quality, and 55 percent by non-verbal communication.

In communication, if a conflict arises between your words and your body language, your body language

rules every time.


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Instructor Guide Sample

On the following pages is a sample module from our Instructor Guide. It provides the instructorwith a copy of the material and a Lesson Plans box. Each Instructor Guide and Training Manualmirrors each other in terms of the content. They differ in that the Instructor Guide iscustomized towards the trainer, and Training Manual is customized for the participant.

The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools toassist the instructor train that particular lesson. The Lesson Plan box gives an estimated time tocomplete the lesson, any materials that are needed for the lesson, recommended activities, andadditional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.


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Listening and Hearing; They Arent the Same Thing

Estimated Time 10 minutes

Topic Objective To illustrate ones natural use of gestures during verbal communication

Topic Summary

Lets Talk: Participants will have two short conversations with a neighbor;one with movement and gestures allowed, and one with no nonverbalactions allows.

Materials Required Paper and pens

Planning Checklist None

Recommended Activity

Go over the active listening dimensions and empathetic listening tasks,above. Discuss briefly. Ask participants whether they experienced afrustrating communication because any of the dimensions or tasks wasmissing.

Then conduct the exercise below with the large group. Tell participants toturn to a person seated near them and simply talk for two or three minutes.(The subject matter is unimportant.)

After 2 or 3 minutes, stop the conversations. Ask participants to jot downwhat they noticed about their partners non-verbal communications. Discussparticipants observations. Acknowledge that most of us do thisunknowingly.

Tell the pairs to resume their conversation, this time making a consciouseffort to use NO non-verbal movements. Allow two or three minutes forthese conversations.

End and debrief the exercise with the following questions:

1. Were you aware of your partners non-verbal movements during thefirst conversation?

2. Were any of your partners movements or gestures distracting orannoying?

3. How did you feel in the second conversation when gestures were notallowed?

4. Was the communication more effective with or without movementand gestures?


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Review Questions What are three dimensions of active listening?

Hearing is the act of perceiving sound by the ear. Assuming an individual is not

hearing-impaired, hearing simply happens. Listening, however, is somethingthat one consciously chooses to do. Listening requires concentration so thatthe brain processes meaning from words and sentences.

Listening leads to learning, but this is not always an easy task. The normaladult rate of speech is 100-150 words per minute, but the brain can think at a rate of 400-500 words perminute, leaving extra time for daydreaming, or anticipating the speakers or the recipients next words.

As opposed to hearing, listening skills can be learned and refined. The art of active listening allows youto fully receive a message from another person. Especially in a situation involving anger or a tenseinterchange, active listening allows you to be sensitive to the multiple dimensions of communication

that make up an entire message. These dimensions include:

The occasion for the message: What is the reason why the person is communicating with me now?

The length of the message: What can the length of the message tell me about its importance?

The words chosen: Is the message being made formally? Is it with aloofness or slang?

The volume and pace: What clues do the loudness and speed give me?

The Pauses and Hesitations: How do these enhance or detract from the message?

Non-verbal clues: What does eye contact, posture, or facial expressions tell me about the message?

Empathy is the capability to share and understand another's emotions and feelings. Empathetic listeningis the art of seeking a truer understanding of how others are feeling. This requires excellentdiscrimination and close attention to the nuances of emotional signals. According to Stephen Covey inThe Seven Habits of Highly Effective People, empathetic listening involves five basic tasks:

1. Repeat verbatim the content of the communication; the words, not the feelings

2. Rephrase content; summarize the meaning of the words in your own words

3. Reflect feelings; look more deeply and begin to capture feelings in your own words. Lookbeyond words for body language and tone to indicate feelings.

4. Rephrase contents and reflect feelings; express both their words and feelings in your ownwords.

5. Discern when empathy is not necessary or appropriate.


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Asking Questions


Topic ObjectiveTo write open, clarifying and closed questions to learn more about a

situation

Topic Summary

Worksheet Four : Asking Questions

Three work-related scenarios are provided so participants can craftquestions to support assertive communication with a fellow employee orsubordinate.

Materials Required Worksheet Four : Asking Questions

Planning Checklist None


Divide participants into groups of four and distribute the worksheet.

Ask groups to choose one scenario to work with.

They will write at least two questions they would ask: An open question, anda clarifying question. A third, closed question is optional.

Have the groups write the scenario number on flip chart paper and list theirquestions.

In debrief, overview the questions posed by each group.

Discuss the overall benefit the questions provide the questioner given atense situation.

Stories to Share

Upon meeting a Zen master at a social event, a psychiatrist decided to askhim a question that had been on his mind. "Exactly how do you helppeople?" he inquired. "I get them where they can't ask any more questions,"the Master answered.

Review QuestionsWhat are the three types of questions to ask when practicing assertivecommunication?


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Active listeners use specific questioning techniques to elicit more information fromspeakers. Below are three types of questions to use when practicing active listening.

Open Questions

Open questions stimulate thinking and discussion or responses including opinions orfeelings. They pass control of the conversation to the respondent. Leading words inopen questions include: Why, what, or how , as in the following examples:

Tell me about the current employee orientation process.

How do you open the emergency exit door on an A320 aircraft?

Clarifying Questions

A clarifying question helps to remove ambiguity, elicits additional detail, and guides the answer to aquestion. When you ask a clarifying question, you ask for expansion or detail, while withholding your judgment and own opinions. When asking for clarification, you will have to listen carefully to what theother person says. Frame your question as someone trying to understand in more detail. Often askingfor a specific example is useful. This also helps the speaker evaluate his or her own opinions andperspective. Below are some examples:

I can tell you are really concerned about this. Let me see if I can repeat to you your mainconcerns so we can start to think about what to do in this situation.

What sort of savings are you looking to achieve?

Closed Questions

Closed questions usually require a one-word answer, and effectively shut off discussion. Closedquestions provide facts, allow the questioner to maintain control of the conversation, and are easy toanswer. Typical leading words are: Is, can, how many, or does . While closed questions are not theoptimum choice for active listening, at times they may be necessary to elicit facts. Below are severalexamples of closed questions:

Who will lead the meeting?

Do you know how to open the emergency exit door on this aircraft?

The following exercise provides practice with questioning techniques to support communications skills.


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Body Language


Topic Objective To experience a situation when body language displays a particular emotion

Topic Summary

First Impressions

Because of this exercise is conducted non-verbally, participants have a goodopportunity to practice observing the importance of body language

Materials Required None

Planning ChecklistList the emotion to be displayed on the flipchart:

Pleasure, confidence, arrogance, nervousness, distress


Divide participants into groups of four.

Tell participants they will be taking turns walking up to their group membersin a way that displays either pleasure, confidence, arrogance, nerves, ordistress. They should not speak.

Emphasize that if anyone is uncomfortable with role playing or acting, theycan serve as an observer in their group rather than acting out a role. (Try tomake sure there is only one observer in each group.)

Ask the three other group members to identify which of these emotions is

being demonstrated.

Nonverbal clues on the flip chart. Compliment everyone on their acting skills.

In debrief, discuss how easy or difficult it was to identify the emotion.

Ask: What were some of the nonverbal cues you observed?

Delivery TipsThis kind of exercise often produces lots of fun and laughter which creates apositive learning experience.

Review QuestionsUp to what percent of communication is represented by body language?

Remind participants to consider adding an item to their action plan.


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Body language is a form of non-verbal communication involving the use of stylizedgestures, postures, and physiologic signs which act as cues to other people. Humansunconsciously send and receive non-verbal signals through body language all thetime.

Non-verbal communication is the process of communication through sending andreceiving wordless messages. It is the single most powerful form of communication. Nonverbalcommunication cues others about what is in your mind, even more than your voice or words can do.

According to studies at UCLA, as much as 93 percent of communication effectiveness is determined bynonverbal cues, and the impact of performance was determined 7 percent by the words used, 38percent by voice quality, and 55 percent by non-verbal communication.

In communication, if a conflict arises between your words and your body language, your body languagerules every time.


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Activities

During the facilitation of a lesson Worksheet or Handout may be utilized to help present thematerial. If a lesson calls for a Worksheet or Handout it will be listed in the Lesson Plan boxunder Materials Required. The trainer can then utilize the Activities folder for thecorresponding material and then provide it to the participants. They are all on separate Worddocuments, and are easily edited and customized.

Below you will see the Worksheets or Handouts that are utilized during the training of theabove lesson. They are located in the Activities folder and can be easily printed and edited forthe participants.


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Sample Worksheet: Asking Questions

Review the three scenarios below. As a team, select one to work with. Below, write three questions youwant to ask the individual. Record your scenario number and questions on flip chart paper.

Scenario 1Jake stops by your desk and says, I am tired of the lack of leadership around here. The boss is so wishy-washy; he cant get tough with some of the slackers around here. They just keep milking the company,living off the rest of us. Why doesnt management do something about these guys? And YOU are alwaysso supportive of the boss; hes not as good as you make him out to be.

Scenario 2Anne, one of your engineers, is working on an important project. She has good technical skills andknowledge and was selected for the project team because of that. She stops by your office and appearsto be in quite agitated. Her voice is loud and strained, and her face has a look of bewilderment. She says,Im supposed to be working with four other people from four other departments on this new project,but they never listen to my ideas and seem to hardly know Im at the meeting!

Scenario 3Your coordinator Ellen comes into your office in a state of agitation, and asks if she can talk to you. Sheis polite and sits down. She seems calm and does not have an angry look on her face. However, she says,It seems like you consistently make up lousy project schedules. You are unfair and unrealistic in thekinds of assignments you give certain people, including me. Everyone else is so intimidated, but theydont complain. I think you need to know that this isnt right and its got to change.

Chosen Scenario #:

Open question:

Clarifying question:

Closed question(if applicable):


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Quick Reference Sheets

Below is an example of our Quick reference Sheets. They are used to provide the participantswith a quick way to reference the material after the course has been completed. They can becustomized by the trainer to provide the material deemed the most important. They are a waythe participants can look back and reference the material at a later date.

They are also very useful as a take-away from the workshop when branded. When a participantleaves with a Quick Reference Sheet it provides a great way to promote future business.


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First Impressions Count

It takes as few asseven seconds and

no more than thirtyseconds -- forsomeone to form afirst impression about you.

Body language. Remember that bodylanguage makes up to 55% of acommunication.

Dress and grooming . It's less aboutyour budget, and more about clean,pressed, and event-appropriateclothing with neat grooming.

Handshake . Use a medium to firmhandshake grip, avoiding a week, onehandshake or overly firm one that cancause potential discomfort toanother.

Body Movement. Use a mirror, or

enlist the help of a friend to makesure that your movements are notoverly active --and that they supportthe nature of your message.

Its How You Say It

We are all born with a particulartone of voice, which we can learn

to improve. The goal is to soundupbeat, warm, under control, andclear.

Breathe from your diaphragm

Drink plenty of water to stay hydrated; avoid caffeinebecause of its diuretic effects

Posture affects breathing, and also tone of voice, so be sureto stand up straight

To warm up the tone of your voice, smile

If you have a voice that is particularly high or low, exerciseits by practicing speaking on a sliding scale. You can also singto expand the range of your voice.

Record your voice and listen to the playback

Deeper voices are more credible than higher pitched voices.Try speaking in a slightly lower octave. It will take some

practice, but with a payoff, just as radio personalities havelearned

Enlist a colleague or family member to get feedback aboutthe tone of your voice.

What is Self-Confidence?

Self-confidence is a belief in oneself, one's abilities, or one's judgment. It is freedom from doubt.

When you believe you can change things -- or make a difference in a situation, you are muchmore likely to succeed.

As a self-confident person, you walk with a bounce in your step. You can control your thoughtsand emotions and influence others. You are more prepared to tackle everyday challenges andrecover from setbacks. This all leads to a greater degree of optimism and life satisfaction.

Assertiveness and Self-Confidence

www.corporatetrainingmaterials.com Corporate Training Materials, 2011
http://www.corporatetrainingmaterials.com/http://www.corporatetrainingmaterials.com/


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Certificate of Completion

Every course comes with a Certificate of Completion where the participants can be recognized

for completing the course. It provides a record of their attendance and to be recognized fortheir participation in the workshop.


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[ N a m e ]

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HTML Material

We also offer an HTML version of the material. We convert a Training Manual to HTML which provides abasic way of viewing the material through your Internet browser. The material is presented with a Table

of Content along the left so you can navigate between modules and lessons. There is also a set of navigation buttons along the top where you can just click though the material page by page.

The HTML material can be hosted and accessed on a local computer. It is also possible to provideremote access through the Internet, a LAN, or even your companies Intranet. HTML provides the abilityto offer a self-paced or off site version of the course.

The link below will provide you the opportunity to view and navigate through the HTML format thesame way a participant would experience it.

www.corporatetrainingmaterials.com/HTML_Sample/Assertiveness_and_Self-Confidence/index.html
http://www.corporatetrainingmaterials.com/HTML_Sample/Assertiveness_and_Self-Confidence/index.htmlhttp://www.corporatetrainingmaterials.com/HTML_Sample/Assertiveness_and_Self-Confidence/index.htmlhttp://www.corporatetrainingmaterials.com/HTML_Sample/Assertiveness_and_Self-Confidence/index.html


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PowerPoint Sample

Below you will find the PowerPoint sample. The slides are based on and created from theTraining Manual. PowerPoint slides are a great tool to use during the facilitation of thematerial; they help to focus on the important points of information presented during thetraining.


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Documents

Assertiveness and Self-Confidence Sample